Chemistry AS

Marlborough School

Scheme of Work
 How Far, How Fast?

Spring Term – Marlborough School

Syllabus Content
5.3.1 Enthalpy changes

Content

• Enthalpy changes: ΔH of reaction, formation, combustion.

• Bond enthalpy.
• Hess’s Law and enthalpy cycles.

Assessment outcomes
Candidates should be able to:

(a) explain that some chemical reactions are accompanied by enthalpy

changes, principally in the form of heat energy; the enthalpy changes can be
exothermic (ΔH, negative) or endothermic (ΔH, positive).

(b) recognise the importance of oxidation as an exothermic process, for

example, in the
combustion of fuels and the oxidation of carbohydrates such as glucose in
respiration.

(c) recognise that endothermic processes require an input of heat energy, for
example, the thermal decomposition of calcium carbonate (see also 5.1.5(f))
and in photosynthesis.

(d) construct a simple enthalpy profile diagram for a reaction to show the
difference in the enthalpy of the reactants compared with that of the
products.

(e) explain chemical reactions in terms of enthalpy changes associated with

the breaking and making of chemical bonds.

(f) explain and use the terms:

(i) enthalpy change of reaction and standard conditions, with particular
reference to formation and combustion;

standard conditions can be considered as 100 kPa and a stated temperature,

e.g.
298 K.
 (ii) average bond enthalpy (ΔH positive; bond breaking of 1 mole of
bonds).

(g) calculate enthalpy changes from appropriate experimental results

directly, including the use of the relationship: energy change = mcΔT.

(h) use Hess’s Law to construct enthalpy cycles and carry out calculations
using such cycles and relevant enthalpy terms, with particular reference to
enthalpy changes that cannot be found by direct experiment, for example:
(i) an enthalpy change of formation from enthalpy changes of
combustion;
(ii) an enthalpy change of reaction from enthalpy changes of formation;
(iii) an enthalpy change of reaction from average bond enthalpies.

5.3.2 Reaction rates

Content

• Simple collision theory.

• Effect of temperature and concentration on reaction rate.
• Activation energy.
• Use of catalysts.

Assessment outcomes
Candidates should be able to:

(a) describe qualitatively, in terms of collision theory, the effect of

concentration changes on the rate of a reaction.

(b) explain why an increase in the pressure of a gas, increasing its

concentration, may increase the rate of a reaction involving gases.

(c) explain qualitatively, using the Boltzmann distribution and enthalpy profile
diagrams, what is meant by the term activation energy.

(d) describe qualitatively, using the Boltzmann distribution, the effect of

temperature changes on the rate of a reaction.

(e) explain what is meant by a catalyst.

(f) describe catalysts as having great economic importance, for example: in

fertiliser production
(see also 5.3.3(c), (d)), petroleum processing (see also 5.2.3(b)) and
margarine production
(see also 5.2.4(j)).
(g) explain that, in the presence of a catalyst, a reaction proceeds via a
different route, i.e. one of lower activation energy, giving rise to an increased
reaction rate.

(h) interpret the catalytic behaviour in (g) in terms of the Boltzmann

distribution and enthalpy profile diagrams.

(i) state what is meant by

(i) homogeneous catalysis, for example: H+(aq) in esterification (see
also 5.2.5(d)) and chlorine free radicals with ozone (see also (l) below);
(ii) heterogeneous catalysis, for example: Fe in the Haber process (see
also 5.3.3(c)) and Rh/Pt/Pd in catalytic converters (see also (k) below).

(j) for carbon monoxide, oxides of nitrogen and unburnt hydrocarbons:

(i) describe their presence and/or formation from the internal
combustion engine;
(ii) state their environmental consequences in terms of low-level ozone
and photochemical smog (equations not required).

(k) outline, as an example of heterogeneous catalysis, how a catalytic

converter decreases carbon monoxide and nitrogen monoxide emissions from
internal combustion engines (see also 5.3.2(i); 5.7.1(h)) by:
(i) adsorption of carbon monoxide and nitrogen monoxide to the
catalyst surface;
(ii) chemical reaction;
(iii) subsequent desorption of carbon dioxide and nitrogen from the
catalyst surface.

Candidates should understand that bonding to the catalyst surface must be

weak
enough for adsorption/desorption to take place but strong enough to weaken
bonds and
allow reaction to take place.

(l) outline, as an example of homogeneous catalysis, how gaseous chlorine

free radicals, formed by the action of ultraviolet radiation on CFCs, catalyse
the breakdown of the gaseous ozone layer into oxygen (see also 5.2.2(g);
5.2.6(g); 5.7.1(e)) by a reaction route via ClO radicals (as the intermediate).

No equations will be required beyond a simple representation of this catalysis

such as that shown in the equations above.
Note that O is continuously being formed in the stratosphere by the action of
ultraviolet radiation on O2 and O3. This will not be tested in this unit 2813,
(component 01).

5.3.3 Chemical Equilibrium

Content
• Chemical equilibria: reversible reactions, dynamic equilibria.
• Factors affecting chemical equilibria in terms of le Chatelier’s principle.
• Industrial processes: the Haber process.
• Acid-base equilibria: strong and weak acids.

Assessment outcomes
Candidates should be able to:

(a) explain the features of a dynamic equilibrium.

Reference should be made to the need for a closed system, the equal rates
of the
forward and reverse reactions and the constancy of macroscopic properties.

(b) state le Chatelier’s principle and apply it to deduce qualitatively (from

appropriate information) the effect of a change in temperature, concentration
or pressure, on a homogeneous system in equilibrium.

(c) describe and explain the conditions used in the Haber process for the
formation of ammonia, as an example of the importance of a compromise
between chemical equilibrium and reaction rate in the chemical industry.

(d) outline the importance of ammonia and nitrogen compounds derived from
ammonia, for example, fertilisers, polyamides and explosives.

(e) describe an acid as a species that can donate a proton.

(f) describe the reactions of an acid, typified by hydrochloric acid with metals,
carbonates, bases and alkalis (see also 5.1.5(e)).

(g) interpret the reactions in (f) using ionic equations to emphasise the role of
H+(aq).

(h) explain qualitatively, in terms of dissociation, the differences between

strong and weak acids.

(i) describe ammonia as a base, in terms of its reaction with an acid (e.g.
sulphuric acid) to form ammonium salts, used in fertilisers.
 How Far, How Fast?

Spring Term - Marlborough School - Lesson Overview

W Lesson title Syllabus link Suggested Activities Homelearning
eek
1 Exothermic or (a) explain that some chemical reactions are accompanied by
enthalpy changes, principally in the form of heat energy; the
Endothermic?
enthalpy changes can be exothermic (ΔH, negative) or
endothermic (ΔH, positive).

(b) recognise the importance of oxidation as an exothermic

process, for example, in the
combustion of fuels and the oxidation of carbohydrates such as
glucose in respiration.

(c) recognise that endothermic processes require an input of heat

energy, for example, the thermal decomposition of calcium
carbonate (see also 5.1.5(f)) and in photosynthesis.

2 Bond (d) construct a simple enthalpy profile diagram for a reaction to

show the difference in the enthalpy of the reactants compared
enthalpies
with that of the products.
and energy
profiles (e) explain chemical reactions in terms of enthalpy changes
associated with the breaking and making of chemical bonds.

(f) explain and use the terms:

(i) enthalpy change of reaction and standard conditions,
with particular reference to formation and combustion;

standard conditions can be considered as 100 kPa and a stated

temperature, e.g.
298 K.

(ii) average bond enthalpy (ΔH positive; bond breaking of

1 mole of bonds).

(g) calculate enthalpy changes from appropriate experimental

results directly, including the use of the relationship: energy
change = mcΔT.

3 Hess’s law – the (h) use Hess’s Law to construct enthalpy cycles and carry out
theory calculations using such cycles and relevant enthalpy terms, with
particular reference to enthalpy changes that cannot be found by
direct experiment, for example:
(i) an enthalpy change of formation from enthalpy
changes of combustion;
(ii) an enthalpy change of reaction from enthalpy
changes of formation;
 (iii) an enthalpy change of reaction from average bond
enthalpies.

4 Hess’s law – (h) use Hess’s Law to construct enthalpy cycles and carry out
calculations using such cycles and relevant enthalpy terms, with
the practice
particular reference to enthalpy changes that cannot be found by
direct experiment, for example:
(i) an enthalpy change of formation from enthalpy
changes of combustion;
(ii) an enthalpy change of reaction from enthalpy
changes of formation;
(iii) an enthalpy change of reaction from average bond
enthalpies.

5 Collision (a) describe qualitatively, in terms of collision theory, the effect of

concentration changes on the rate of a reaction.
theory and
concentration (b) explain why an increase in the pressure of a gas, increasing its
concentration, may increase the rate of a reaction involving
gases.

6 Boltzman and (c) explain qualitatively, using the Boltzmann distribution and
enthalpy profile diagrams, what is meant by the term activation
activation
energy.
energy
(d) describe qualitatively, using the Boltzmann distribution, the
effect of temperature changes on the rate of a reaction.

7 Introducing (e) explain what is meant by a catalyst.

catalysts
(f) describe catalysts as having great economic importance, for
example: in fertiliser production
(see also 5.3.3(c), (d)), petroleum processing (see also
5.2.3(b)) and margarine production
(see also 5.2.4(j)).

(g) explain that, in the presence of a catalyst, a reaction proceeds

via a different route, i.e. one of lower activation energy, giving
rise to an increased reaction rate.

(h) interpret the catalytic behaviour in (g) in terms of the

Boltzmann distribution and enthalpy profile diagrams.

8 Specialist (i) state what is meant by

(i) homogeneous catalysis, for example: H+(aq) in
catalysts
esterification (see also 5.2.5(d)) and chlorine free
radicals with ozone (see also (l) below);
(ii) heterogeneous catalysis, for example: Fe in the Haber
process (see also 5.3.3(c)) and Rh/Pt/Pd in catalytic
converters (see also (k) below).

(j) for carbon monoxide, oxides of nitrogen and unburnt

hydrocarbons:
 (i) describe their presence and/or formation from the
internal combustion engine;
(ii) state their environmental consequences in terms of
low-level ozone and photochemical smog (equations not
required).

(k) outline, as an example of heterogeneous catalysis, how a

catalytic converter decreases carbon monoxide and nitrogen
monoxide emissions from internal combustion engines (see also
5.3.2(i); 5.7.1(h)) by:
(i) adsorption of carbon monoxide and nitrogen
monoxide to the catalyst surface;
(ii) chemical reaction;
(iii) subsequent desorption of carbon dioxide and
nitrogen from the catalyst surface.

Candidates should understand that bonding to the catalyst

surface must be weak
enough for adsorption/desorption to take place but strong enough
to weaken bonds and
allow reaction to take place.

(l) outline, as an example of homogeneous catalysis, how gaseous

chlorine free radicals, formed by the action of ultraviolet radiation
on CFCs, catalyse the breakdown of the gaseous ozone layer into
oxygen (see also 5.2.2(g); 5.2.6(g); 5.7.1(e)) by a reaction route
via ClO radicals (as the intermediate).

No equations will be required beyond a simple representation of

this catalysis such as that shown in the equations above.
Note that O is continuously being formed in the stratosphere by
the action of ultraviolet radiation on O2 and O3. This will not be
tested in this unit 2813, (component 01).

9 Dynamic (a) explain the features of a dynamic equilibrium.

Reference should be made to the need for a closed system, the
equilibrium –
equal rates of the
Haber and le forward and reverse reactions and the constancy of macroscopic
Chatelier properties.

(b) state le Chatelier’s principle and apply it to deduce

qualitatively (from appropriate information) the effect of a change
in temperature, concentration or pressure, on a homogeneous
system in equilibrium.

(c) describe and explain the conditions used in the Haber process
for the formation of ammonia, as an example of the importance of
a compromise between chemical equilibrium and reaction rate in
the chemical industry.

(d) outline the importance of ammonia and nitrogen compounds

derived from ammonia, for example, fertilisers, polyamides and
 explosives.

10 Acids (e) describe an acid as a species that can donate a proton.

(f) describe the reactions of an acid, typified by hydrochloric acid

with metals, carbonates, bases and alkalis (see also 5.1.5(e)).

11 H+ (g) interpret the reactions in (f) using ionic equations to

emphasise the role of H+(aq).

(h) explain qualitatively, in terms of dissociation, the differences

between strong and weak acids.

12 Bases (i) describe ammonia as a base, in terms of its reaction with an

acid (e.g. sulphuric acid) to form ammonium salts, used in
fertilisers.

13 Exam
preparation
14 Exam
Preparation